Use of Instructional Technologies for Building Classroom Environments by Prospective Teachers

Abstract

This study investigates the use of instructional technologies for building a conducive classroom environment among prospective teachers enrolled in the Bachelor of Education (B.Ed.) to foster an interactive and supportive learning environment. This study aimed to assess the classroom application of instructional technology and its impact on student engagement, interaction, and the learning environment. A quantitative design was used, with data collection through a structured classroom observation checklist during practicum teaching sessions. Aspects of observations that were identified are the extent to which digital devices (projectors, smart boards, etc.) were employed, students' participation with technology, teacher-student interactions, and multimedia resources. The findings indicated that most of the prospective teachers incorporate instructional technology, primarily the projector and multimedia presentations, which improve interactive learning, enhance concept explanation, and increase student interest. There were limitations in opportunities that allowed students to use technology directly, and student-centered use of technology was rarely observed. Variables such as classroom management skills, teacher self-confidence, and availability of resources, among others, significantly influenced technology use in the classrooms. The study concluded that instructional technology is essential in current pedagogical practices, but its effective use depends on skillful pedagogy and student engagement, highlighting the fact that prospective teachers need more practical training in it.